Positionings of GenAI in the feedback process and its efficacy in argumentative essay writing

• In Event: AERA Roundtable Session Friday 11:45 am - Gold 4
  In Roundtable Session: Artificial Intelligence and Learner-Centered Educational Innovation

Abstract

GenAI may facilitate writing development. Previous literature has primarily examined its role as a feedback provider, without exploring alternative roles of GenAI in writing. To fill the gap, this study compared the effects of positioning AI as feedback receiver with that of AI as feedback provider through a quasi-experimental design with 101 Chinese university English as foreign language (EFL) learners. ANCOVA and post-hoc analyses revealed that students in the GenAI-as-feedback-receiver group showed significantly greater improvement in argumentative writing and writing self-efficacy than the GenAI-as-feedback-provide group. They also exhibited greater learning-oriented interaction with GenAI, and reported more positive perception of GenAI in writing. The findings suggest the GenAI-draft and learner-feedback role allocation might be the more optimal human-AI teaming in writing.

Authors

• Chun Lai, The University of Hong Kong

• mengru pan, The University of Hong Kong